Author: Katrina Bowles

CMS Lesson Plan Introduction to Color Theory Unit
Teacher: Mrs. Katrina Bowles Lesson Date: Week of 8/31—9/04/2015
Subject: Visual Art 6th, 7th & 8th Grades
Please Note: Last week’s lesson plans were thrown off track due to Monday’s assembly and an extra day given to complete the previous “Smooth Form Drawing”. We are having to work to catch up this week!

TIME	INSTRUCTIONAL SEQUENCE	FORMATIVE ASSESSMENT
		Note: A variety of formative assessments should be used at key points throughout the lesson.
5 Min.	Get started/Drill/Do Now: (What meaningful activity will students complete as soon as they enter the classroom?) / Monday— Have students fill out the back of the Color Wheel Practice handout. They should attempt to answer all of the questions on their own. / Tues./Wed.- Gather all necessary materials for today’s lesson and project. (Clean white paper, watercolor pallet and watercolor paint, brushes and water container). / Thur./Fri.— Gather all necessary materials for today’s lesson and project. (Clean white paper, watercolor pallet and watercolor paint, brushes and water container).	While students are getting out all necessary supplies, teacher will take role through Infinite Campus.
5 Min.	Engage/Motivation: (How will student interest be sparked? Is there prior knowledge that should be tapped? Is there vocabulary that must be cleared? Is there brainstorming that student need to complete before the lesson begins?) / Monday— After answering some of the questions from the handout on their own, students will be actively engaged in an “Introduction to Color Theory” Powerpoint presentation. / Tues./Wed.- Have students guess their answer at several of the bloopers located in the Color Theory Binder. They include “Making Three Colors Look Like Two” and “Making Four Colors Look Like Three”, etc. / Thur./Fri.— Read aloud and discuss with students the Did You Know?: Interesting Facts and Figures About Color.
15 Min.	Whole Group Instruction: (Focus lessons [explicit teaching/modeling, strategy demonstration, activate prior knowledge], shared reading, shared writing, discussion, writing process.) / Monday—Whole class discussion regarding the different properties of color and how color may be used throughout the world using a Powerpoint Presentation. Introduce the various color schemes that exist and how one may go about organizing a color scheme of their own in preparation of their upcoming assignment. If time allows, students will begin filling in their watercolor value scales. / Tues./Wed.— Teacher demonstration of how to begin the circular pattern that will be the basis of their dashed pattern project. Discuss examples of how to select colors for various color schemes. / Thur./Fri.— Students will be finishing up work on their Circular Pattern Project. Once completed, students will need to fill in the Atmospheric Perspective handout located on the back side of the Watercolor Value Scales. / Brain Gym Break!!!	To assess if the student are understanding the concept of a “Color Scheme,” they are to complete a pattern project incorporating their very own choice of a color scheme.
5 min. / & / 60 / Min.	Group Practice/Small Group Instruction: (teacher-facilitated group discussion, student or teacher-led collaboration, student conferencing, re-teaching or intervention, writing process) / Monday— Quiz students briefly about the difference between the different color schemes in preparation for tomorrow’s assignment. / Tues./Wed. – Teacher will work throughout the remainder of the period to individually assist students who need help getting started on the circular pattern, as well as, helping to arrange a proper color scheme for each student. (Every student needs to write their selection of a color scheme, including the various colors that will be used, on the back of their paintings). / Thurs./Fri. - Students will work individually on their pattern project and the atmospheric perspective’s project. They are allowed to ask their tablemates any questions as they may arise.	Tuesday/Wednesday-Every student needs to write their selection of a color scheme, including the various colors that will be used, on the back of their paintings. Students will need to have their color scheme and their colors approved by the teacher before they can begin the assignment!
35 / & / 60 Min.	Independent Practice: (individual practice, discussion, writing process.) / Monday— As the Powerpoint and the whole-class discussion is taking place, students are expected to copy down the answers to the questions on the back of the “Color Wheel Practice” handout. / Tues./Wed.— Students will begin the base sketch for their circular pattern project. / Thur./Fri.– Students will work individually on their pattern project and the atmospheric perspective project.

Min.	Evaluate Understanding/Assessment: (How will I know if students have achieved today’s objective?) / Monday— Students are prompted to ask questions regarding their understanding of color theory throughout the Powerpoint Presention. / Tues./Wed.— Today, throughout the entirety of the class period, the teacher will assist students in figuring out what colors to use for their individual color scheme. / Thur./Fri— Teacher assistance with laying out the circular pattern.
3 Min.	Closing Activities/Summary/DLIQ: (How will I tie up loose ends, reinforce/revisit the objective and connect the lesson to the unit?) / Monday— Clean-up. / Tues./Wed.— Review with students key vocabulary connected to Color Theory. (Value, Tint & Shade, Primary, Secondary, Tertiary, Complimentary, Analogous, Split-Complimentary, etc...). / Thur./Fri.— DLIQ handout for each class period reviewing what was learned throughout the week.
	Enrichment/Extension/Re-teaching/Accommodations: (How will my lesson satisfy the needs of all learners?) / Monday— Visuals in the Powerpoint presentation, accompanied by handwritten notes, during the whole class discussion of concepts, followed by a hands-on project. / Tues./Wed.— Review any information that the students did not appear to fully understand. / Thur./Fri.— Review any information that the students did not appear to fully understand. Students who need to be re-taught a particular skill will be helped individually by the instructor throughout the class period.

Whole Group	-Anticipatory guides/sets -Book/author talks -Cornell Notes / -Close Reading -Questioning the Author (QtA) -Question-Answer-Relationships (QAR) / -Text annotation -Think aloud -Think/Pair/Share (Q&A Session) / -
Guided Practice/ / Small group	-Anticipatory guides/sets -Book/author talks -Cornell Notes / -Close Reading -Literature Circles -Questioning the Author (QtA) / -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching / -Strategy groups -Text annotation -Think aloud / -Think/Pair/Share -Writing Conferences / - Reference Handout (four per student) - Student/Teacher Re-teaching Session
Independent Practice	-Anticipatory guides/sets -Book/author talks -Cornell Notes / -Close Reading -Literature Circles -Questioning the Author (QtA) / -Question-Answer-Relationships (QAR) -Reading conferences -Reciprocal teaching / -Strategy groups -Text annotation -Think aloud / -Think/Pair/Share -Writing Conferences / -Students will work to design and create their own original “Pattern Project” using their new knowledge regarding color.

GSE Assessment Limits/Standards: (What are the skills being taught? Which standards are being specifically addressed in this lesson?) / VA8PR.7.f.: The student understands and applies media, techniques and processes. / From Tint to Shade—Students will practice creating a full range of value with the three primary colors; (red, yellow, & blue). / The Color Wheel—Students will discover that all saturated colors, or hues, can be found on the color wheel as either a primary, a secondary, or a tertiary color. / Watercolor Value Scales—Students are introduced to the concept of “shadow” using both tints and shades of a saturated hue to help create form. / Elements of Art– Introduction to the Element of value using the Element of color, as well as, the Element of pattern with the Circular Pattern Painting project.	Please indicate whether this plan is Monday, or Block specific plan. You will need a plan for Monday and one for your Block A days and your Block B days each week. / Monday– All students will participate in a Powerpoint lecture on Color Theory. Students will also begin filling in the Color Wheel and the Watercolor Value Scale, if time permits. / Tues./Wed.- Teacher demonstration of how to prep the picture plane in order to begin the dashed, circular pattern. Each student will select their own colors based on a particular color scheme. Students need to finish up any painting project from Monday. / Thurs./Fri. - Continue work on the Circular Pattern Painting project. Once finished students will need to complete the Atmospheric Perspective assignment located on the back of the Watercolor Value Scales. As students are finishing up this project, they may select their choice of a watercolor reference image to begin sketching out their subject.
Lesson Objective/Learning Intention: (What will my students KNOW by the end of the lesson? What will they DO to learn it?) / Monday– To gain a better understanding of how to mix both tints and shades of a saturated hue, students will fill in a practice color wheel, as well as, a full range of value in a set of Watercolor Value Scales. / Tues./Wed.— Students may finish up the watercolor value scales if extra time in needed. However, today’s major assignment is an introduction to the circular pattern project using a particular color scheme that each individual student has selected. Students should be able to recognize the difference between color schemes. / Thurs./Fri.– Students will gain practice creating a pattern of their own design; while, also gaining practice painting a series of precise brush strokes wither in a short “staccato” manner or a more drawn out “legato” style.

Resources/Instructional Materials Needed: (What do I need in order to teach the lesson?) / Reference handout of “The Color Wheel/The Color Chart” and “Color Wheel Practice” for each individual student. / Handout of “Watercolor Value Scales/Monochromatic Color Scheme & Atmospheric Perspective” for each individual student. / Reference handout of “Circular Pattern Design” for each small group.
Notes: Supplemental “how-to” videos from the internet may be useful for students on how to properly mix tints and shades of a saturated hue, as well as, how to create a particular color scheme.